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Unit 2　Stay Healthy 单元教学设计
第一课时　Section A(1a－2d)
1．重点单词：ourselves，sore，throat，stomachache，headache，toothache，backache，press，dentist，fever，stomach，avoid，gas，ache，X ray，careless，runny，cough，suffer
2．重点短语：suffer from
3．重点句式：
1)—What's wrong？/What's the matter？/Are you OK
—I have a stomachache./I'm suffering from a sore throat./...
2)—I'm suffering from a very bad headache./I have a bruised knee./...What should I do
—You should go to the doctor./You could put some ice on it and get some rest./...
1．掌握新单词，短语，句型
2．询问对方身体状况的句型和答语
3．针对不同的健康问题寻求或给出建议
1．掌握并使用有关问答身体状况的句型
2．针对不同的健康问题寻求或给出建议
一、预习课本P114新单词与短语并背诵，完成下面的汉译英。
1．我们自己________　　　　　　　　2.疼痛的；酸痛的________
3．喉咙________ 4.胃痛；肚子疼________
5．头痛________ 6.牙痛________
7．背痛；腰痛________ 8.压；按________
9．牙科医生________ 10.发烧________
11．胃；腹部________ 12.避免；防止________
13．气体；燃气________ 14.疼痛________
15．X射线检查；X射线________ 16.不小心的；粗心的________
17．流鼻涕的；流眼泪的________ 18.咳嗽________
19．受苦；遭受________ 20.受苦；受折磨________
二、认真预习1a－2d，找出下列句型。
1．按压你的鼻子。(press down)
________________________________________________________________________
2．你可能需要做X射线检查。
________________________________________________________________________
3．当我们粗心时，意外就有可能发生。
________________________________________________________________________
Step 1　情景导入
(show pictures of different health problems)
Teacher：Hello，everyone.What's the matter with them？What should they do？Discuss it with your partners in English.
环节说明：以身体问题的图片为话题开始本节课的教学，引起学生的共鸣，激发学生学习本课的兴趣和用英语表达的欲望。
Step 2　完成教材1a－1d的任务
1．结合情境导入完成1a。将健康问题与图片匹配。
2．听四段对话。在四个学生旁边写下他们的健康问题，完成1b。
3．再听一遍。找出每个学生健康问题的原因并完成1b中的表格。完成1c。
4．翻开课后听力原文部分，再次听录音，大声跟读。学习听力原文。
5．从听力内容中选一段对话进行角色扮演。以小组形式完成1d。
6．然后跟搭档一起编一个对话，选取几组同学上台展示。
环节说明：这一环节通过听说写，谈论身体状况。通过结对对话练习，使学生的听说能力得以强化。
Step 3　完成教材2a－2d的任务
1．将健康问题与你应该采取的措施匹配。完成2a。
2．听三段对话。圈出2a中学生们的健康问题。谁从学校护士那里拿了药？完成2b。
3．再听一遍。完成学校护士给每个学生的建议。完成2c。
4．翻开课后听力原文部分，再次听录音，大声跟读。学习听力原文。
5．两人一组。轮流针对不同的健康问题寻求并给出建议。完成2d。
6．选取几组同学上台展示。
环节说明：继续巩固听说，对健康问题给出建议，通过听力训练和对话练习，增强听说能力以及思维能力。
Step 4　小结训练
选择填空。
(C)1.—What is ________？
—I have a headache.
A．matter　　　　　　B．the wrong　　　　　C．the matter
(A)2.Judy talked too much and didn't drink enough water，so she had a ________ throat.
A．sore B．ache C．hurt
(C)3.—What's the matter ________ the girl
—She has a toothache.
—She should see a ________.
A．in；doctor B．in；dentist C．with；dentist
环节说明：听说结合，第一时间向学生传达语言目标，通过小结训练，使语言目标得以强化。
Step 5　问题探究
I'm suffering_from a very bad headache.
“suffer from”是一个常用的短语，以下是它的详细用法：
1.表示“患(病)”
“suffer from＋疾病名称”，用于描述某人患有某种疾病，强调疾病带来的长期或持续的困扰。
例：She has been suffering from a bad cold for several days.她患重感冒已经好几天了。
2．表示“因……受困扰、受折磨”
“suffer from＋令人不快的事物”，这些事物可以是具体的事件、情况或抽象的概念，如灾害、战争、噪音、压力等。
例：People in this area often suffer from floods.这个地区的人们经常遭受洪水之灾。
Many students suffer from exam stress.许多学生饱受考试压力的困扰。
英语中表示“生了……病”的常见表达还有：
1．be ill (with)
表示患病的状态，可与时间段连用。
例：I'm sad that my pet dog is ill.我的宠物狗生病了，我很伤心。
She has been ill for three days. 她已经生病三天了。
2．fall ill (with)
指从无病到有病的转换，通常不与时间段连用。
例：Her brother fell ill with pneumonia yesterday.昨天她的兄弟得了肺炎。
3．catch/get/have/take＋疾病名称
表示“染上/得了某种病”，常用于口语中。
例：I caught/had/took/got a headache.我头痛。
4．feel bad/sick
表示“感觉不舒服”，常用于口语中。
例：My head feels very bad.我头痛得厉害。
请学生们做前面课时训练部分。
Step 6　Homework
1．Remember new words and expressions.
2．Talk about the health problems your family members had and what they did to get better.
Unit 2　Stay Healthy
Section A (1a－2d)
1.重点单词：ourselves，sore，throat，stomachache，headache，toothache，backache，press，dentist，fever，stomach，avoid，gas，ache，X ray，careless，runny，cough，suffer
2.重点短语：suffer from
3.重点句式：
1)—What's wrong？/What's the matter？/Are you OK？
—I have a stomachache./I'm suffering from a sore throat./...
2)—I'm suffering from a very bad headache./I have a bruised knee./...What should I do？
—You should go to the doctor./You could put some ice on it and get some rest./...
第二课时　Section A (3a－3d)
1．重点单词：test，flu，medicine，virus，description，patient，illness
2．重点短语：take a seat，take sb's temperature，stop...from doing
3．重点句式：
1)I have a runny nose and a fever.
2)Let me take your temperature.
3)It stops us from passing the flu virus to others easily.
4)If you take good care of yourself，you'll get better soon.
1．掌握新单词，短语，句型
2．谈论健康问题并给出建议
谈论健康问题并给出建议
一、预习课本P114单词和短语并背诵，完成下面的汉译英。
1．检查；测验________　　　　　　　2.流行性感冒________
3．药；医学________ 4.病毒________
5．描写；形容________ 6.病人；有耐心的________
7．疾病________ 8.坐下________
9．给某人量体温________ 10.防止……；阻止……________
二、认真预习3a－3d，找出下列句型。
1．我流鼻涕，还发烧。(have a．..)
________________________________________________________________________
2．这样可以防止我们轻易把流感病毒传给别人。(stop...from...)
________________________________________________________________________
3．你的健康掌握在你自己手中。
________________________________________________________________________
4．如果你好好照顾自己，很快就会好起来的。(if引导条件状语从句，主将从现)
________________________________________________________________________
Step 1　情景导入
“How Are You Feeling？” Chain Game
Instructions：
1.Start by asking one student：“How are you feeling today？”
2．The student must answer using a health related word or phrase (eg：“I have a headache.” “I feel tired.” “My stomach hurts.”).
3．Then that student turns to the next student and asks：“How are you feeling？”
4．Continue around the class quickly.If someone repeats an answer or can't think of one，they can use a funny excuse like “I'm too healthy to think！”
For Example：
Teacher：How are you feeling，Alex
Alex：I have a cough.How are you feeling，Maria
Maria：My back hurts.How are you feeling，Leo
Leo：I feel great！...Just kidding—I have a runny nose!
环节说明：通过本环节的连环游戏，师生对话，复习了本节课关于健康问题的表达。
Step 2　完成教材3a－3d的任务
1．阅读对话。海伦怎么了？完成3a。
2．再细读一遍，在表格中做笔记。完成3b。
3．听对话。然后进行角色扮演，完成3c。
4．表演一段医生和病人之间的对话。用3d给的表达来帮助你。完成3d。
5．选取几组同学上台展示。
环节说明：这一环节主要是通过听读对话，用听说读来训练学生的口语能力。
Step 3　小结训练
选择正确的短语填空。
have the flu　take a seat　suffer from
take sb's temperature　stop...from
1．The doctor said to the little boy，“Don't worry.Please take_a_seat first and tell me what's wrong.”
2．You look pale and you're coughing a lot.Let me take_your_temperature to see if you have a fever.
3．Many people suffer_from a high fever and a bad cough during flu season.
4．A good way to stop others from getting sick is to wear a mask in public.
5．The teacher couldn't come to school because she had_the_flu．
环节说明：通过小结训练，学生了解并掌握了要掌握的语言目标，学生的词语运用能力在这一环节得到提升。
Step 4　问题探究
It stops us from passing the flu virus to others easily.
“stop...from doing sth”用法讲解
1.意为“阻止……做某事；防止……做某事”，强调采取措施使某人或某物无法进行某个动作，from 后接动词 ing 形式，表达动作的内容。
例：We should stop people from cutting down too many trees.我们应该阻止人们砍伐太多的树木。
The rain stopped us from going on a picnic.雨阻止我们去野餐。
2．语法要点
省略情况：在主动语态里，尤其是口语中，from有时可省略，变成“stop...doing sth”，意思不变 。
例：Parents often stop children (from) watching TV too much.父母经常阻止孩子们看太多电视。
不过在被动语态中，from 一般不能省略，如：Children are stopped from watching TV too much by parents.孩子们被父母阻止看太多电视。(from需保留)
3．同义短语对比
1)prevent...from doing sth：用法和“stop...from doing sth”几乎一致，在很多语境可互换。
例：Measures are taken to prevent/stop the disease from spreading.采取措施防止疾病传播。
2)keep...from doing sth：也表 “阻止……做某事”，但和前两者有区别。“keep...from doing sth”里的from不能省略，若省略from，就变成“keep...doing sth”，意思变为“使……一直做某事”。表意完全不同，使用时要留意。
例：She keeps her son from playing video games all day.她阻止儿子整天玩电子游戏。(from不能省，表“阻止”。)
She keeps her son playing video games all day.她让儿子整天一直玩电子游戏。(表“使……一直做”。)
请学生们做前面课时训练部分。
Step 5　Homework
1．Remember new words and expressions.
2．Talk about the health problems and giving suggestions.
Unit 2　Stay Healthy
Section A (3a－3d)
1.重点单词：test，flu，medicine，virus，description，patient，illness
2.重点短语：take a seat，take sb's temperature，stop...from doing
3.重点句式：
1)I have a runny nose and a fever.
2)Let me take your temperature.
3)It stops us from passing the flu virus to others easily.
4)If you take good care of yourself，you'll get better soon.
第三课时　Grammar Focus (4a－4d)
1．重点单词：knife，safety，clear，pain，brightness，environment，cross
2．重点短语：what's more
3．重点句式：
1)—What's wrong/What's the matter
—I have...
—You should...
2)—How did you hurt yourself
—I hurt myself when I fell off my bike.
3)After taking the safety training，we can enjoy ourselves in the mountains.
1．掌握新单词，短语，句型
2．正确使用反身代词
掌握并正确使用反身代词
一、预习课本P114新单词和短语并背诵，完成下面的汉译英。
1．刀(复数形式)________　　　　　2.安全；安全处所________
3．清晰的；清理________ 4.疼痛；痛苦________
5．亮度________ 6.环境________
7．穿越；横过；交叉________ 8.更为重要的是________
二、认真预习4a－4d，找出下列句型。
1．我从自行车上摔下来时伤到了自己。(fall off)
________________________________________________________________________
2．你用刀的时候小心点！别割到自己。
________________________________________________________________________
3．刘先生知道如何保养自己的身体，因为他以前是医生。(take care of；used to)
________________________________________________________________________
4．事实上，你应该避免太频繁地使用手机。(in fact；avoid doing)
________________________________________________________________________
Step 1　情景导入
T：Wow，you all found your seats all by yourselves! Great job.Now，let's see if we can teach ourselves something new.Please use the reflexive pronouns to make a sentence.Let's go!
S1：I really enjoyed myself last weekend.
环节说明：本环节既练习了学生的口语表达和听力又引入了本课所要学的新知识——反身代词。
Step 2　完成教材Grammar Focus的任务
1．大声朗读句子，在表示建议的情态动词下画线，在反身代词处画圈。完成4a。
2．结合情境导入部分，教师讲解反身代词知识点。
3．用正确的反身代词完成句子。独立完成4b，核对答案。
4．独立完成4c，用should，shouldn't或could完成短文。学习总结短文知识点。
5．小组合作，表演一种疾病或受伤情况。让其他人猜测是什么状况并给出建议。参考4d内容，选取几组上台展示，完成4d。
环节说明：通过对Grammar Focus 句型的填空练习以及小组合作能够使学生更好地来理解掌握本单元的重点语法和句型。
Step 3　小结训练
选择填空。
(B)1.The little boy can tie his shoes all by ________.
A．him　　　 　B．himself　　　　C．his　　　　D．he
(A)2.My parents and I enjoyed ________ very much during the summer vacation.
A．ourselves B．our C．us D．we
(C)3.You should finish the homework ________ instead of asking others for help.
A．you B．your C．yourself D．yours
(C)4.The cat washed ________ carefully after eating the fish.
A．it B．its C．itself D．it's
(A)5.Lucy and Lily，did you make the model plane ________？It looks amazing!
A．yourselves B．yourself C．you D．your
环节说明：通过本环节的学习，让学生掌握了反身代词的用法，同时小结训练更是加深了对重要知识点的巩固深化。
Step 4　问题探究
反身代词的用法
反身代词是一种表示反射或强调的代词，常见的反身代词有myself(我自己)、yourself(你自己)、himself(他自己)、herself(她自己)、itself(它自己)、ourselves(我们自己)、yourselves(你们自己)、themselves(他们/她们/它们自己)。
1．作宾语
动作返回执行者本身：当句子的主语和宾语是同一人或物时，要用反身代词作宾语 ，表示动作回到执行者本身。
例：I teach myself English.我自学英语。(这里主语I和宾语myself是同一人。)
固定搭配：teach oneself(自学)；by oneself(独自地；单独地)
常用动词搭配：常见的后接反身代词作宾语的动词有enjoy(享受)、hurt(伤害)、help(帮助)、dress(给……穿衣服)等。
固定搭配：enjoy oneself(玩得开心)；help oneself to(自取；随便取用)；dress oneself(自己穿衣服)
例：We enjoyed ourselves at the party.我们在派对上玩得很开心。
He hurt himself when he fell off the bike.他从自行车上摔下来时伤到了自己。
Help yourself to some fish.请随便吃点鱼。
The little girl can dress herself now.这个小女孩现在能自己穿衣服了。
2．作同位语
强调主语或宾语：反身代词作同位语时，用来强调句子中的主语或宾语，表示“本人”“亲自” 。它在句中的位置比较灵活，可以紧跟在被强调的词后面，也可以放在句末。
例：The president himself will attend the meeting.总统本人将出席会议。(强调主语the president。)
3．作表语
表示主语的状态或情况：反身代词可以用在be动词、feel等系动词后作表语，表示主语的状态或情况，常与oneself搭配的系表结构有be oneself(处于正常状态，身心自在)、feel oneself(感觉身体正常)等。
例：After a good rest，she is herself again.好好休息之后，她又恢复了正常状态。
I don't feel myself today.我今天感觉不舒服。
请学生们做前面课时训练部分。
Step 5　Homework
1．Use reflexive pronouns correctly.
2．Try to make more sentences with reflexive pronouns.
Unit 2　Stay Healthy
Grammar Focus (4a－4d)
1.重点单词：knife，safety，clear，pain，brightness，environment，cross
2.重点短语：what's more
3.重点句式：
1)—What's wrong/What's the matter？
—I have...
—You should...
2)—How did you hurt yourself？
—I hurt myself when I fell off my bike.
3)After taking the safety training，we can enjoy ourselves in the mountains.
第四课时　Section B (1a－1e)
1．重点单词：themselves，happily，burn，throw，quick，aid，tonight，sadly，smoke，luckily，badly，harm
2．重点短语：catch fire，turn on，no way，on fire，be about to，stop short，first aid，eat out
3．重点句式：
1)In a panic，James turned off the stove at once.
2)Thanks to the first aid and safety classes he took at school，he knew that water could make oil fires much worse!
3)Allen was about to do so when he stopped short.
4)What should we do to keep ourselves safe from harm
1．掌握新单词，短语，句型
2．谈论我们该如何保证自身安全
1．提高阅读能力
2．谈论我们该如何保证自身安全
一、预习课本P114－115新单词和短语并背诵，完成下面的汉译英。
1．他(或她、它)们自己________　 　2.快乐地；高兴地________
3．燃烧；着火；烧伤________ 4.猛动(身体部位)；扔________
5．快的；迅速地________ 6.帮助；援助________
7．在今晚；今夜________ 8.伤心地；令人遗憾________
9．烟；吸烟；冒烟________ 10.幸运地________
11．严重地________ 12.伤害；损害________
13．着火________ 14.接通(电流、煤气、水等)________
15．不可能；没门________ 16.着火；起火________
17．突然停住________ 18.即将；正要(做某事)________
19．急救________ 20.上馆子吃饭；在外用餐________
二、认真预习1a－1e，找出下列句型。
1．然后他打开炉灶，在准备鸡肉的时候让油加热。(turn on)
________________________________________________________________________
2．詹姆斯惊慌之下，立刻关掉了炉灶。(turn off；at once)
________________________________________________________________________
3．多亏他在学校上过急救和安全课程，他知道水会让油火变得更严重！(thanks to；first aid)
________________________________________________________________________
4.幸运的是他的衬衫不是很薄！(It was＋adj.＋that...)
________________________________________________________________________
5．也许我们今晚应该出去吃。(eat out)
________________________________________________________________________
6．我们应该做些什么来让自己远离伤害？(keep...from )
________________________________________________________________________
Step 1　情景导入
(show some pictures of the cooking disasters)
Teacher：What happens when oil catches fire？Do you use water？Discuss with your partner what to do and share some safety tips.
Then let's find out what James and Allen did wrong—and what saved the day!
环节说明：从学生们自己经历的厨房事故中引申到今天的阅读主题——如何应对厨房突发事故，如何保证自身的安全。
Step 2　完成教材1a－1e的任务
1．讨论问题，完成1a中的两个问题，结合情境导入一起讨论。
2．阅读故事，弄清楚火灾是如何发生的，完成1b。
3．再读一遍故事。将事件按正确顺序编号，完成1c。
4．再读一遍。用1c中的细节完成故事摘要，然后复述故事，选几个同学展示。完成1d。
5．讨论1e中的问题
1)你如何看待故事中詹姆斯和艾伦的行为？
2)从这个故事中，你学到了哪些该做的事和不该做的事？
3)家里可能由什么引起火灾？我们应该做些什么来让自己远离伤害？
环节说明：这一环节重在培养学生的阅读理解能力。教师可以通过读前—读中—读后来引导学生完成阅读的任务，完成教学目标。通过讨论完成核心素养目标：如何注意安全，保护自己。
Step 3　小结训练
选择正确的词或短语填空。
quick　first aid　sad　turn on　eat out
luck　put out　throw　catch fire　while
Last weekend，my friend Leo decided to fry some fish for dinner.He turned_on the stove and poured oil into the pan.While the oil was heating，he left the kitchen to get his phone.Suddenly，he heard a loud “whoosh！” and saw a large flame shooting up from the pan.The oil had caught_fire！Leo was in panic.He remembered something important: never use water on an oil fire.Instead of running for water，he quickly turned off the stove.But then，a small fire jumped onto his apron(围裙).Without thinking，he threw himself to the floor and began to roll back
and forth.Luckily，he put_out the fire on himself.His sister，Mia，saw what happened and ran quickly to get the fire extinguisher.She had learned about first_aid and safety at school.She used the extinguisher to put out the fire in the pan.Luckily，no one was badly hurt.That night，they decided to eat_out instead.Leo said sadly，“I'll never leave the stove alone again！”
环节说明：通过听说读以及小结训练，让学生在阅读中学会运用单词，使教学目标得以实现。
Step 4　问题探究
It was lucky that his shirt wasn't too thin!
“It is/was＋adj.＋that...”是英语中常用的形式主语句型，核心功能是用形式主语“it”代替真正的主语(that 引导的从句)，避免句子头重脚轻，让结构更平衡。
1．基础用法(陈述客观情况)
that从句用陈述语气，时态根据实际语境判断。
例：It is important that we learn English well.学好英语很重要。(客观事实，用is＋一般现在时)
It was strange that she didn't come home.她没回家，真奇怪。(过去情况，用 was＋一般过去时)
2．特殊用法(表建议/要求，虚拟语气)
当形容词是advisable，necessary，essential等表“建议、要求、必要性”时，that从句需用虚拟语气，结构为 “(should)＋动词原形”，should 可省略。
例：It is necessary that we (should) finish the work today.我们今天必须完成这项工作。
It was advisable that he (should) take the medicine on time.他按时吃药是明智的。
3．常见固定搭配
It is clear/obvious that...很明显……
→ It is obvious that he is lying.很明显他在撒谎。
It is possible/probable that...有可能……
→It is probable that it will rain tomorrow.明天很可能下雨。
It is a pity that...很遗憾……(注：pity是名词，本质同此结构，可归为一类)
→It is a pity that you missed the party.你没参加派对，真遗憾。
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Finish the Reading Plus in Page 82－83.
Unit 2　Stay Healthy
Section B (1a－1e)
1.重点单词：themselves，happily，burn，throw，quick，aid，tonight，sadly，smoke，luckily，badly，harm
2.重点短语：catch fire，turn on，no way，on fire，be about to，stop short，first aid，eat out
3.重点句式：
1)In a panic，James turned off the stove at once.
2)Thanks to the first aid and safety classes he took at school，he knew that water could make oil fires much worse！
3)Allen was about to do so when he stopped short.
4)What should we do to keep ourselves safe from harm？
第五课时　Section B (2a－2c)
1．重点单词：pill，harmful，hit，shock，bleed，check
2．重点句式：
1)The little boy fell off his chair and cried out in pain.
2)Lifting those heavy boxes all morning made my arms really sore.
3)I'll avoid looking at my phone while crossing the road next time.
1．掌握新单词，句型
2．掌握词汇的基础与运用
1．掌握新单词，句型
2．掌握词汇的基础与运用
3．复习关于健康的话题
一、预习课本P115新单词并背诵，完成下面的汉译英。
1．药丸；药片________　　　　　　　2.有害的________
3．碰撞；打；击；击中________ 4.流血；出血________
5．检查；查明；调查________
6．震惊；令人震惊的事；使震惊；使惊愕________
二、认真预习2a－2c，找出下列句型。
1．小男孩从椅子上摔下来，疼得大叫。(fall off；in pain)
________________________________________________________________________
2.X射线显示她的右胳膊骨折了。
________________________________________________________________________
3．下次过马路时，我会避免看手机。(avoid doing)
________________________________________________________________________
Step 1　情景导入
Quick Vocabulary Game：“Doctor's Orders！”
How to play：
1．Write 6－8 health problems on the board (e.g.，fever，cough，sore throat，headache，stomachache，runny nose).
2．Divide the class into two teams.
3．One student from each team comes up.Show them a flashcard or whisper a health problem.
4．That student must either：
—Act it out (no speaking！)，OR
—Give advice (e.g.，“You should drink water.”)
The team must guess the problem or the advice within 30 seconds!
For example：
—You whisper “sore throat” to a student.
—They act like they're drinking tea or rubbing their throat.
—Their team shouts: “Sore throat！”
环节说明：通过医生的命令这个游戏来激发学生学习词汇的兴趣，以及复习关于身体状况和给出建议的内容，自然过渡到所学的语言目标。
Step 2　完成教材2a－2c的任务
1．方框中的每个后缀是什么意思？用正确的后缀完成表格。完成2a。
2．用括号内正确的单词完成句子。完成2b。
3．用方框中单词的正确形式完成短文。完成2c。
4．学习并熟读熟背2b/2c中的重点短语和句型。
环节说明：这一环节重在培养学生学习词汇的技能。先由词到词组再学会在句子中正确使用词汇，进而学会在短文中运用词汇。
Step 3　小结训练
在文中找出本单元的新单词或短语并翻译文章。
Last week，my friend Lucy had a sore_throat and a bad stomachache．She also got a headache because she was too worried about her health.Her tooth even ached，so she went to see a dentist for her toothache．One day，she had a nosebleed suddenly.It was really scary.The doctor checked her carefully and asked her to press down on her nose.We should not be careless like her.If we have an injury or feel pain，we need to take care of ourselves．
When we have a bad cold，we will suffer_from a runny nose or cough．When we have a fever，we should take_our_temperature first，then
we should get some rest.And if we catch a flu，we may need to take some medicine and wear a mask to avoid spreading the virus．If there's a fire，remember “fire” is dangerous，so we must know the first_aid to keep ourselves safe from harm．
So，let's pay more attention to our health from_now_on!
环节说明：这一环节重在通过训练进而在短文中复习词汇。
Step 4　问题探究
I'll avoid looking at my phone while crossing the road next time.
while是英语中常用的连词和名词，核心含义围绕“时间”和“对比”，具体用法如下：
1．固定句型：while doing sth“当……的时候”，省略从句主语
用法：当 while引导的时间状语从句中，主、从句主语一致，且从句谓语含 be动词时，可省略“主语＋be”，直接用“while＋动词 ing 形式”。
例：While (I was) walking in the park，I met an old friend.当我在公园散步时，我遇到了一个老朋友。
2．连词：
1)引导时间状语从句：“当……时候”
含义：强调主句动作与从句动作同时发生(从句动作通常是延续性的)。
时态规则：主、从句均为延续性动作，常用“过去进行时＋while＋过去进行时”，或“一般过去时＋while＋过去进行时”，主句为短暂动作，从句为延续动作，主句用一般过去时，从句用过去进行时。
例：I was doing my homework while my mom was cooking.我做作业时，妈妈在做饭。(两个延续动作同时进行)
The phone rang while I was taking a shower.我洗澡时，电话响了。(短暂动作“响”发生在延续动作“洗澡”期间)
2)引导让步状语从句：“虽然；尽管”
含义：相当于though/although，表转折，语气比though/although稍弱，通常置于句首。
注意：从句不能与but连用(可与 yet 连用)。
例：While he is young，he knows a lot.虽然他年纪小，但懂得很多。
While the task is difficult，we will try our best to finish it.尽管任务难，但我们会尽力完成。
3)引导对比状语从句：“然而；可是”
含义：连接两个并列的句子，强调前后内容的对比(常翻译为“而”)。
例：My brother likes playing basketball，while I prefer reading.我哥哥喜欢打篮球，而我更喜欢读书。
3．名词：“一段时间；一会儿”
常见搭配：for a while(一会儿)、after a while(过了一会儿)、in a while(不久之后)。
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Master the usage of vocabulary in a passage.
Unit 2　Stay Healthy
Section B (2a－2c)
1.重点单词：pill，harmful，hit，shock，bleed，check
2.重点句式：
1)The little boy fell off his chair and cried out in pain.
2)Lifting those heavy boxes all morning made my arms really sore.
3)I'll avoid looking at my phone while crossing the road next time.
第六课时　Section B (3a－4c)
1．重点单词：nervously
2．重点短语：from now on
3．重点句式：
1)One Saturday，Julie invited Mark and Lucy to her house for lunch.
2)But in the middle of the meal，Mark started to feel strange.
3)His friends jumped into action and took him to the hospital at once.
1．掌握新单词，短语，句型
2．能用英文写一段医生和病人之间的对话
能用英文谈论健康问题并给出建议
一、预习课本P115新单词和短语并背诵，完成下面的汉译英。
1．紧张不安地________　　　　　　2.从现在起________
二、认真预习3a－4c，找出下列句型。
1．一个周六，朱莉邀请马克和露西去她家吃午饭。(invite sb to)
________________________________________________________________________
2．他的脸发烫，喉咙发紧。
________________________________________________________________________
3．他的朋友们立即行动起来，马上把他送到了医院。(jump into action；at once)
________________________________________________________________________
Step 1　情景导入
Quick show of hands：How many of you have a food allergy？Imagine
this：one tiny peanut，then...a rush to the hospital！A tiny peanut...a huge problem! For some people，that's enough for an emergency hospital trip.So，what makes something so small but powerful？Let's find out today!
环节说明：通过询问学生食物过敏的情况，自然过渡到所学的语言目标。
Step 2　完成Project (4a－4c)的任务
1．小组合作，假设你们学校正在举办一场健康宣传活动，分组选择一个健康问题作为关注重点。完成4a。
2．针对你们小组选择的健康问题进行调研。用这些问题辅助你(开展调研)，完成4b。
3．以小组为单位制作一份健康宣传手册。然后向全班展示(这份手册)。
4．展示各组的手册，进行健康宣传。
5．讨论完成本单元反思部分。
Step 3　完成教材3a－3c的任务
1．两人一组，读这个短故事，向同伴复述发生了什么。完成3a。
2．阅读库珀医生给马克的问题和建议。想象马克是如何回应的，并且在3b表格中做笔记。完成3b。
3．用你在3b中做的笔记，写一段库珀医生和马克之间的对话。
典例example：
注意notice：
根据3a内容以及3b中的笔记写医生与病人之间的对话
范文欣赏possible version：
Mark：Thank you，Dr Cooper.I feel much better now.
Dr Cooper：That's good.What happened just now
Mark：Well，I ate something at my friend's place，and then I started to feel strange.
Dr Cooper：Do you know what you were allergic to
Mark：Yes，I know.I'm allergic to peanuts.
Dr Cooper：When did you start to feel sick
Mark：I started to feel sick in the middle of the meal.
Dr Cooper：How much salad did you eat
Mark：I ate a medium bowl of salad.
Dr Cooper：What happened after you ate the salad
Mark：My face felt warm and my throat felt tight.Then my friends took me here.
Dr Cooper：You should check the ingredients of anything you eat or drink.
Mark：Okay，I will.Thank you for your advice.
环节说明：通过典型例题的讲解，让学生学会谋篇布局完成一篇写作。
请学生们做前面课时训练部分。
Step 4　Homework
1．Review words and expressions.
2．Practise your writing about health.

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